Abstract
Research has shown that persons with a disability who participate in sport often develop a positive sense of self, a sense of personal empowerment, and a sense of connectedness to society (e.g. DePauw & Gavron, 2005; De Potter, 2006). Coaches of athletes of all ages, whether these athletes are able-bodied or athletes with a disability, play a vital role in facilitating such positive experiences (Hansen, Larson, & Dworkin, 2003; Coté & Sedgwick, 2003). A Canadian analysis of research priorities in disability sport noted the coaching area was in dire need of data-based research to assess the effectiveness of coaches' training programs and sport versus health coaching backgrounds (Reid & Prupas, 1998). The purpose of this presentation is to communicate the findings from Phase one of a three-phase research project examining the developmental learning processes of coaches of athletes with a physical disability. In this first phase, 17 athletes with a physical disability were interviewed to better understand their coaching environment. The findings indicated that the athletes felt their coaches were generally competent and encouraging. However, the athletes also discussed the need for their coaches to communicate with them regarding their abilities and special needs to effectively determine the best course of action for training and competition.
